Developing an Assessment Framework for Multimodal Text Production in the EAL Classroom: The Case of Persuasive Posters

2021 ◽  
pp. 257-271
Author(s):  
Sigrid Ørevik
Keyword(s):  
Assessment Framework ◽  
Text Production ◽  
Multimodal Text

Considering Design

2014 ◽  
pp. 135-149
Author(s):  
Nicholas E. Husbye ◽  
Julie Rust
Keyword(s):  
Student Engagement ◽  
Secondary Students ◽  
Assessment Tools ◽  
Creation Process ◽  
Traditional Assessment ◽  
Text Production ◽  
Multimodal Text

Technology continues to change the possibilities for text creation within the classroom, promoting student engagement in multimodal text production. Such a shift requires corresponding shifts in assessment discourses, from a justification for assigning a particular grade to a reflection of both the students’ learning and intention. This chapter presents insights from classroom researchers as they engage in multimodal text creation with both elementary and secondary students, highlighting the tensions present in attempting multimodal text creation with students while attempting to adapt print-centric assessment models. This work suggests a needed move away from traditional assessment tools, such as rubrics, and an increased awareness on behalf of teachers in regards to the intentions of students within the multimodal text creation process.

scholarly journals Multimodaalisuus 1. ja 4. luokan suomalaisissa matematiikan oppikirjoissa

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Daranee Lehtonen
Keyword(s):  
Mixed Methods ◽  
Meaning Making ◽  
Research Data ◽  
Symbolic Language ◽  
Mathematics Textbooks ◽  
Text Interpretation ◽  
Text Production ◽  
Semiotic Resources ◽  
Multimodal Text ◽  
Research Findings

Tässä tutkimuksessa tarkasteltiin 1. ja 4. luokan matematiikan oppikirjojen multimodaalista tekstiympäristöä eli moninaisten semioottisten resurssien käyttöä, joka on keskeistä matematiikan oppimisessa. Tavoitteena oli selvittää, 1) millaisia semioottisia resursseja oppikirjoissa on sekä luettavaksi annettuna (ts. tekstien tulkinnassa) että tehtäviksi annettuna (ts. tehtävien tekstien tuottamisessa), 2) miten niitä hyödynnetään merkitysten luomisessa ja 3) kuinka monipuolisesti semioottisia resursseja hyödynnetään oppikirjoissa. Tutkimuksen lähestymistapana on monimenetelmä (mixed-methods). Aluksi tarkastelin aineistojen diskurssia yleisellä tasolla soveltaen metafunktiota ja aikaisempia tutkimuksia. Sen jälkeen erittelin aineiston sisältöjä määrällisesti: onko kyseessä tekstien tulkinta vai tuottaminen ja mitä semioottisia resursseja käytetään. Lopuksi tarkastelin eriteltyjen aineistojen diskurssia. Tutkimustulokset osoittavat, että multimodaalisuuden näkökulmasta monipuolisia tekstiympäristöjä huomioidaan hyvin vähän tutkituissa oppikirjoissa. Matematiikan symbolikieli on selkeästi dominoiva erityisesti tekstien tuottamisessa. Kaikissa oppikirjoissa erilaisia semioottisia resursseja hyödynnetään enimmäkseen vain oppilaan luku- ja laskutaitojen perusteella sekä matematiikan opetettavien sisältöalueiden kannalta. Oppilaan monilukutaidon kannalta matematiikan oppikirjojen tekstiympäristö voisi olla monipuolisempi: oppilaalle voitaisiin tarjota enemmän multimodaalista luettavaa ja tuotettavaa. In English This study investigated first- and fourth-grade mathematics textbooks’ multimodal text environment. It aimed to discover 1) what semiotic resources are utilised for interpreting and producing texts, 2) how they are used for meaning-making and 3) how diversely. The inquiry strategy was mixed-methods. First, I analysed discourse of the research data generally using metafunction and previous research. Then, I quantified each semiotic resource’s distribution in terms of text interpretation and production and types of semiotic resources. Finally, I analysed discourse of each quantified data. Research findings demonstrate that from a multimodal perspective, diverse textual environment is barely paid attention to. The symbolic language is dominant, especially to text production. In all textbooks, semiotic resources are used mainly on the basis of student’s literacy and numeracy and to-be-leant mathematics contents. In favour of a student’s multiliteracies, mathematics textbooks’ text environment should be more diverse: offer more multimodal text interpretation and production. FULL TEXT IN FINNISH.

An Analysis of the Cognitive Aspects in the Process of Multimodal Text Production in Digital Environments

2018 ◽  
Vol 40 (2) ◽  
pp. 511-552
Author(s):  
Soo-Hyun Seo ◽  
Sanghee Ryu ◽  
Ji-Youn Kim ◽  
Heedong Kim ◽  
Hyounjin Ok
Keyword(s):  
Text Production ◽  
Digital Environments ◽  
Multimodal Text

Accent Modification for Speakers With Indian Accents: Speech Characteristics and an Assessment Framework

2012 ◽  
Vol 19 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Amee P. Shah
Keyword(s):  
United States ◽  
Asian Indian ◽  
The United States ◽  
Assessment Framework ◽  
Speech And Language ◽  
Speech Characteristics ◽  
Accent Modification ◽  
Key Questions

In this paper, I present accent-related variations unique to Asian-Indian speakers of English in the United States and identify specific speech and language features that contribute to an “Indian accent.” I present a model to answer some key questions related to assessment of Indian accents and help set a strong foundation for accent modification services.

Applying the Swedish Performance Assessment Framework in practise: assessment of efficiency and quality of psychiatric care

2011 ◽  
Vol 38 (S 01) ◽  
Author(s):  
B Lindelius ◽  
E Björkenstam ◽  
C Dahlgren ◽  
R Ljung ◽  
C Stefansson
Keyword(s):  
Performance Assessment ◽  
Psychiatric Care ◽  
Assessment Framework
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